Sub-Domain: Attending and Understanding

Attends to verbal and non-verbal communication by turning toward or looking at a person. Participates in reciprocal interactions by exchanging facial expressions and language sounds with familiar adults.

Shows understanding of the meaning of familiar caregivers' verbal and non-verbal communication and responds with facial expressions, gestures, words, or actions, such as looking at people or objects being referred to.

Shows recognition of words, phrases, and simple sentences. Participates in conversations in ways that show understanding by following comments or suggestions with actions or behavior.

Shows understanding of some words and phrases used in conversation, such as by responding to simple questions.

Shows comprehension of simple sentences, such as by listening to and following one- or two-step directions.

Pays attention when familiar adults talk or sign about objects, people, or events during face-to-face interactions by changing focus, making eye contact, or looking at people or objects.

Participates in joint attention with an adult by looking back and forth between the adult and object. Points or gestures when an adult is pointing, naming, or signing about a familiar or new object and learns names and uses of objects.

Participates in increasingly complex and lengthy periods of joint attention with adults. Shows interest, understanding, or enjoyment when participating in language activities, such as demonstrating understanding of objects' functions and uses, or when joining in games, songs, rhymes, or stories.

Acts on descriptions provided by others about people, objects, or events.

Demonstrates interest and understanding when participating in language activities or games.

Cultural expectations can influence adult-child interactions in many ways. For example, in some cultures, children are taught to show respect to adults by making direct eye contact when spoken to. In other cultures, children are taught that respect is demonstrated by avoiding direct eye contact.

Sub-Domain: Communicating and Speaking

Goal IT-LC 3. Child communicates needs and wants non-verbally and by using language.

Developmental Progression

Indicators

Birth to 9 Months

8 to 18 Months

16 to 36 Months

By 36 Months

Learns how to use different means of communication to signal distress or discomfort, solicit help, and to communicate interests and needs to others.

Uses a variety of ways to communicate interests, needs and wants, such as saying or making a sign for "More" when eating.

Combines words or signs from one or more languages into phrases and sentences to communicate needs, wants, or ideas, such as "More milk," "I want juice," "Mas leche," or "Quiero juice."

Children who are dual language learners may combine their two languages or switch between them.

Uses combinations of words and simple sentences or signs in a variety of situations.

Uses simple sentences, such as three- and four-word sentences, to communicate needs and wants.

Initiates and participates in conversations by babbling and using gestures, such as showing or giving, or by using words or signs. Communicates mainly about objects, actions, and events happening in the here and now.

Participates in conversations with others using spoken or sign language that includes simple sentences, questions, and responses. Sometimes describes experiences that have happened in the past or are about to happen.

Children who are DLLs develop the ability to participate in conversations with increasing complexity in each of their languages.

Takes turns in non-verbal conversations by using facial expressions, sounds, gestures, or signs to initiate or respond to communication.

Asks simple questions using gestures, such as pointing, signs or words, with variations in pitch and intonation.

Seeks information and meaning of words by asking questions in words or signs, such as "What's that?" or "Who's that?" or "Why?"

Asks questions in a variety of ways.

Repeats or re-phrases questions until a response is received.

Some children may communicate primarily or only by using sign language rather than speaking. Sign language is not likely to be used as a reliable means of communication from 0–9 months in a hearing impaired child.

Sub-Domain: Vocabulary

Goal IT-LC 7. Child understands an increasing number of words used in communication with others.

Developmental Progression

Indicators

Birth to 9 Months

8 to 18 Months

16 to 36 Months

By 36 Months

Looks at familiar people, animals, or objects when they are named such as mama, puppy, or ball.

Looks or points at a person or object that has been named, follows simple directions, and responds appropriately to the meaning of words or signs.

Comprehends an increasing number of words or signs used in simple sentences during conversation and interaction with familiar adults and children.

Shows understanding of the meaning of common words used in daily activities.

Attends to new words used in conversation with others.

Understands most positional words, such as on, under, up, or down.

Goal IT-LC 8. Child uses an increasing number of words in communication and conversation with others.

Developmental Progression

Indicators

Birth to 9 Months

8 to 18 Months

16 to 36 Months

By 36 Months

May use signs or verbalizations for familiar people or objects.

Imitates new words or signs and uses some words or signs for naming or making simple one-word requests, such as saying or signing "milk" when asking for a drink.

Uses an increasing number of words in communication and conversation with others and adds new vocabulary words regularly.

Children who are DLLs may have a combined vocabulary in both languages that is similar in number to other children's vocabulary in one language.

Shows rapid growth in number of words or signs used in conversation with others.

Makes marks on a paper with a large crayon or marker to explore writing materials.

Makes scribbles on paper to represent an object or action even though an adult might not recognize what it is.

Draws pictures using scribbles and talks with others about what they have made.

Draws straight lines or curved lines.

Makes letter-like marks or scribbles on paper.

Toddlers make marks on paper to represent an object or action. They often talk with others about what they have drawn. The development of children's fine motor skills will impact their emerging capacity to draw and eventually write. Some children with motor delays may need accommodations.